School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy.

Journal of Educational Psychology ◽

10.1037/a0029356 ◽

2012 ◽

Vol 104 (4) ◽

pp. 1189-1204 ◽

Cited By ~ 248

Author(s):

Rebecca J. Collie ◽

Jennifer D. Shapka ◽

Nancy E. Perry

Keyword(s):

Job Satisfaction ◽

School Climate ◽

Teacher Stress ◽

Social Emotional Learning ◽

Teaching Efficacy ◽

Emotional Learning ◽

Social Emotional

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The influence of school climate, social-emotional learning, and proactive personality on job satisfaction of PAUD teachers mediated by teaching efficacy in Depok, West Java, Indonesia

Contemporary Research on Business and Management ◽

10.1201/9781003035985-21 ◽

2020 ◽

pp. 87-91

Author(s):

F.A. Fanhandaya ◽

A. Satrya

Keyword(s):

Job Satisfaction ◽

School Climate ◽

Social Emotional Learning ◽

Teaching Efficacy ◽

Proactive Personality ◽

Emotional Learning ◽

Social Emotional ◽

West Java

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Teacher’s perception of school climate and social-emotional learning, job satisfaction, teaching efficacy, and stress among teachers in special schools for the mentally disabled

Diversity in Unity: Perspectives from Psychology and Behavioral Sciences ◽

10.1201/9781315225302-35 ◽

2017 ◽

pp. 283-290

Author(s):

M.S. Natalia ◽

F.M. Mangunsong

Keyword(s):

Job Satisfaction ◽

School Climate ◽

Social Emotional Learning ◽

Teaching Efficacy ◽

Emotional Learning ◽

Social Emotional ◽

Special Schools ◽

Mentally Disabled ◽

Teacher's Perception

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School-wide social emotional learning and cyberbullying victimization among middle and high school students: Moderating role of school climate.

School Psychology ◽

10.1037/spq0000423 ◽

2021 ◽

Vol 36 (2) ◽

pp. 75-85

Author(s):

Chunyan Yang ◽

Chun Chen ◽

Xueqin Lin ◽

Mei-Ki Chan

Keyword(s):

High School ◽

High School Students ◽

School Climate ◽

Social Emotional Learning ◽

Emotional Learning ◽

Social Emotional ◽

School Students ◽

Cyberbullying Victimization ◽

Moderating Role

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School-wide social emotional learning (SEL) and bullying victimization: Moderating role of school climate in elementary, middle, and high schools

Journal of School Psychology ◽

10.1016/j.jsp.2020.08.002 ◽

2020 ◽

Vol 82 ◽

pp. 49-69

Author(s):

Chunyan Yang ◽

Mei-Ki Chan ◽

Ting-Lan Ma

Keyword(s):

High Schools ◽

School Climate ◽

Social Emotional Learning ◽

Emotional Learning ◽

Bullying Victimization ◽

Social Emotional ◽

Moderating Role

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An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties

International Journal of School & Educational Psychology ◽

10.1080/21683603.2016.1203851 ◽

2016 ◽

Vol 5 (2) ◽

pp. 126-136 ◽

Cited By ~ 21

Author(s):

Maria S. Poulou

Keyword(s):

Social Emotional Learning ◽

Teaching Efficacy ◽

Emotional Learning ◽

Behavioral Difficulties ◽

Social Emotional ◽

Student Interactions ◽

Teachers Perceptions ◽

Teacher Student ◽

Teacher Student Interactions ◽

The Relationship

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Research-informed bullying prevention: Social-emotional learning & school climate improvement approaches

PsycEXTRA Dataset ◽

10.1037/e513442017-001 ◽

2017 ◽

Author(s):

Dorothy L. Espelage ◽

Lisa De La Rue ◽

Kathleen C. Basile ◽

Merle E. Hamburger

Keyword(s):

School Climate ◽

Social Emotional Learning ◽

Bullying Prevention ◽

Emotional Learning ◽

Social Emotional ◽

Learning School

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All SEL should be trauma-informed

Phi Delta Kappan ◽

10.1177/0031721719885919 ◽

2019 ◽

Vol 101 (3) ◽

pp. 37-41

Author(s):

Erica Pawlo ◽

Ava Lorenzo ◽

Brian Eichert ◽

Maurice J. Elias

Keyword(s):

School Climate ◽

Social Emotional Learning ◽

Emotional Learning ◽

Social Emotional ◽

Trauma Informed

Critics and supporters have expressed concern that social-emotional learning (SEL) has not been adapted to children suffering from trauma. While SEL has been identified as a mechanism through which trauma-informed schools can be created, this does not make SEL implementation, in and of itself, trauma-informed. Erica Pawlo, Ava Lorenzo, Brian Eichert, and Maurice J. Elias explain why calls for trauma-informed SEL are, in fact, calls for all SEL to be trauma-informed. They discuss how a trauma-informed approach to SEL is related to SEL’s emphasis on school climate, the need to build infrastructure for SEL learning, and the role of emotions in SEL instruction.

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Utilizing social-emotional learning supports to address teacher stress and preschool expulsion

Journal of Applied Developmental Psychology ◽

10.1016/j.appdev.2017.11.006 ◽

2019 ◽

Vol 61 ◽

pp. 33-42 ◽

Cited By ~ 10

Author(s):

Katherine M. Zinsser ◽

Courtney A. Zulauf ◽

Vinoadharen Nair Das ◽

H. Callie Silver

Keyword(s):

Teacher Stress ◽

Social Emotional Learning ◽

Emotional Learning ◽

Social Emotional

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Racial equity in academic success: The role of school climate and social emotional learning

Children and Youth Services Review ◽

10.1016/j.childyouth.2020.105623 ◽

2020 ◽

Vol 119 ◽

pp. 105623

Author(s):

Tiffany M. Jones ◽

Charles Fleming ◽

Anne Williford

Keyword(s):

Academic Success ◽

School Climate ◽

Social Emotional Learning ◽

Emotional Learning ◽

Social Emotional ◽

Racial Equity

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Predicting teacher commitment: The impact of school climate and social-emotional learning

Psychology in the Schools ◽

10.1002/pits.20611 ◽

2011 ◽

Vol 48 (10) ◽

pp. 1034-1048 ◽

Cited By ~ 49

Author(s):

Rebecca J. Collie ◽

Jennifer D. Shapka ◽

Nancy E. Perry

Keyword(s):

School Climate ◽

Social Emotional Learning ◽

Emotional Learning ◽

Teacher Commitment ◽

Social Emotional ◽

The Impact

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